The purpose of this study was to determine the effectiveness of two methods of instruction in an undergraduate agricultural communication writing course on students ' achievement and attitudes. The two methods of instruction were dependent Web-based instruction with a laboratory and fully developed Webbased instruction. Dependent Web-based courses have major components on the World Wide Web to assist classroom instruction. Fully developed Web-based courses offer the entire course on the World Wide Web. Students ' achievement was measured from points obtained from: five major written assignments, one application question on the midterm examination, and a major class project. Students ' attitude was determined from a semantic differential instrument developed to measure students ' attitude toward writing, learning about writing, computers and the Internet. The experimentally accessible sample size was small (n = 32). The data collected to measure students ' achievement and attitudes violated the assumption of normality and data was ranked according to the RT-1 method. A multivariate analysis of variance (MANOVA) was conducted on ranked data to determine the effect of method of instruction on achievement. A multivariate analysis of covariance (MANCOVA) was conducted on ranked data to determine the effect of method of instruction on students ' attitude toward writing, learning about writing
To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.